Abstract
The present study assessed the effectiveness of Prevent-Teach-Reinforce (P-T-R), an assessment-based model for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in grades kindergarten, fourth, and fifth in a rural Midwestern school district. Results indicated that PTR was effective in reducing disruptive behaviors and increasing academic engaged time across all three participants. The results also indicated that the teacher participants were able to implement the behavior interventions with fidelity and with high levels of perceived social validity.
Advisor
Kevin J. Filter
Committee Member
Daniel Houlihan
Committee Member
Kathy Bertsch
Date of Degree
2013
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
DeJager, B. W. (230). Prevent-Teach-Reinforce for Function-based Behavior Intervention Planning in Positive Behavior Support [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/230/
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